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Argumentation In Higher Education

Author: Richard Andrews
Publisher: Routledge
ISBN: 1135276528
Size: 67.77 MB
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Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book fills the gap of argumentation instruction for the undergraduate and graduate level. Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use. Topics discussed include: The importance of argument The current state of argumentation in higher education Generic skills in argumentation The balance between generic and discipline specific skills Information communication technologies and visual argumentation How can we best teach argumentation so that students feel fully empowered in their academic composition? Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource. Richard Andrews is Professor in English at the Institute of Education, University of London.

The Palgrave Handbook Of Critical Thinking In Higher Education

Author: M. Davies
Publisher: Springer
ISBN: 1137378050
Size: 66.94 MB
Format: PDF, ePub
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The Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.

Dialogical Argumentation And Reasoning In Elementary Science Classrooms

Author: Mijung Kim
Publisher: BRILL
ISBN: 9004392572
Size: 60.89 MB
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Dialogical Argumentation and Reasoning in Elementary Science Classrooms explores how argumentation emerges and develops in and from classroom interactions by focusing on thinking and reasoning through/in relations with others and the learning environment.

Writing Centres In Higher Education

Author: Laura Dison
Publisher: AFRICAN SUN MeDIA
ISBN: 1928357547
Size: 69.25 MB
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Writing Centres in South Africa, and globally, are now well established academic support centres within many universities. Historically tasked with supporting students as they grapple with the demands of academic writing, many centres are now moving beyond their own walls to work with academic tutors, lecturers and departments to rethink the ways in which knowledge is transformed into different kinds of disciplinary writing. This move raises pertinent questions for writing centre directors, tutors/consultants, and for the universities that house them: how does a centre, tasked with supporting more general academic literacy development through writing pedagogies, initiate students into a range of particularised discourse communities? How do writing centre staff and disciplinary lecturers negotiate their shared, and separate, concerns for student learning through collaborative writing development projects? How do writing centres work with assignments and forms of literacy that challenge them to reconfigure their own pedagogical practices and expand their conceptions of writing support? How do writing centres maintain their core focus as they move flexibly beyond their own spaces to understand the nature of disciplinary writing? This collection of essays reflects on the ways in which writing centres in South Africa are working in and across disciplines. Institutional constraints and challenges that arise from these collaborations are addressed and opportunities for transforming teaching and learning spaces are explored. The chapters speak to the global move in higher education to reconsider how knowledge is made, who makes it, and how support and development opportunities for students and lecturers should be created and sustained across the disciplines. This volume contributes to the body of knowledge in the growing field of the scholarship of teaching and learning in higher education in South Africa. It builds on the work of the first collection of such essays: Changing Spaces: Writing Centres and Access to Higher Education (Eds. A. Archer and R. Richards, 2011, SUN PReSS) to understand why working within the disciplines is so critical for writing development in a South African context.

Knowledge About Language

Author: Leo Van Lier
Publisher: Springer Science & Business Media
ISBN: 9780792346418
Size: 78.62 MB
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This book contains a collection of more than 20 up-to-date overviews of a variety of aspects of language awareness and the role of metalinguistic knowledge in language development and education. The contributions offer a balanced perspective on a range of topics, including first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives from the UK and the Netherlands, critical pedagogy, the education of language teachers, the teaching of grammar, phonology and writing. The book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels.

Reconceptualising Evaluative Practices In He

Author: Murray Saunders
Publisher: McGraw-Hill Education (UK)
ISBN: 0335241603
Size: 74.13 MB
Format: PDF, Kindle
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"I congratulate the authors on what I believe will be a very interesting and useful book. The language is accessible and the structure of the argument is coherent and consistent ... This is a very interesting and significant contribution to the field of higher education in general and scholarship in evaluative practices in particular." Judyth Sachs, Deputy Vice Chancellor and Provost at Macquarie University, Sydney, Australia. "With an increasing and, arguably, troubling confidence in the use of international league tables, student surveys and research ratings to 'evidence' the value of higher education, such scrutiny of higher education evaluation practices has never been more timely ... I believe the book may contribute most ... in empowering evaluators themselves to ensure that the outcomes of evaluation can be used to inform strategic priorities and decisionmaking in more meaningful ways." Higher Education Review, Vol 44, No 1, October 2011. A considerable amount of time and effort is invested in attempts to control, change and improve the higher education sector. These attempts involve evaluative practice, but we have not yet conceptualised the evaluations that take place so therefore the opportunity to understand the value and nature of different types of intervention is frequently missed. This book seeks to dismantle traditional boundaries in approaches to evaluation, assessing how value and worth is attributed to activities in higher education. It looks at evaluative practice in Higher Education rather than the evaluation of Higher Education. Reconceptualising Evaluation in Higher Education aims to aid understanding, drawing on a set of evaluative practices from the UK and internationally. The book will be of value and relevance to higher education providers and policy makers within higher education. Contributors Veronica Bamber, Margo Blythman, Val Chapman, Bernadette Charlier, Rob Cuthbert, Harry Hubball, Kerri-Lee Krause, Neil Lent, Alan McCluskey, Ian McNay, Joan Machell, John M. Owen, Marion L. Pearson, Michael Prosser, Christoph Rosenbusch, Murray Saunders, Uwe Schmidt, Alison Shreeve, Paul Trowler, Massimiliano Vaira, Christine Winberg.

Improving Student Engagement And Development Through Assessment

Author: Lynn Clouder
Publisher: Routledge
ISBN: 1136729755
Size: 33.25 MB
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With a unique focus on the relationship between assessment and engagement this book explores what works in terms of keeping students on course to succeed. Against a backdrop of massification and the associated increase in student diversity there is an escalating requirement for personalized, technology driven learning in higher education. In addition, the advent of student fees has promoted a consumer culture resulting in students having an increasingly powerful voice in shaping curricula to their own requirements. How does one engage and retain a group of students of such diverse culture, ethnicity, ambition and experience? Using examples from a variety of institutions worldwide this edited collection provides a well-researched evidence base of current thinking and developments in assessment practices in higher education. The chapters discuss: Staff and student views on assessment Engaging students through assessment feedback Assessment for learning Assessing for employability Interdisciplinary and transnational assessment Technology supported assessment for retention The book draws together a wealth of expertise from a range of contributors including academic staff, academic developers, pedagogical researchers, National Teaching Fellows and Centres for Excellence in Higher Education. Recognising that a pedagogy which is embedded and taken-for-granted in one context might be completely novel in another, the authors share best practice and evaluate evidence of assessment strategies to enable academic colleagues to make informed decisions about adopting new and creative approaches to assessment. This interdisciplinary text will prove an invaluable tool for those working and studying in higher education.